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Based on research conducted by the California P-16 Council, the CDE and other partners involved in this project, specific recommendations have been proposed to address the achievement gap among student subgroups.
Note Recommendation #11: Design, develop, and implement coherent and relevant professional development in the areas of data collection, analysis and interpretation

One of the most vexing problems in American education is the achievement gap. Schools and districts are tackling the problem in different ways and seeing results. The first step in dealing with the achievement gap is acknowledging that the problem exists. Yet not all districts break down student performance data to show how various racial and ethnic groups perform.

A Comparative Analysis of Superintendent, Principal, and Teachers' Perceptions of Accountability Systems. The purpose of this technical report is to develop a better understanding of the assessment and accountability practices and policies that educators are implementing in the classrooms, schools, and districts and to examine whether those policies are associated with perceived school and student improvements in achievement.\n\nThe study provides descriptive information about the need for schools and districts to effectively use data, how schools and districts use data to guide classroom practice, and the difference in data use based on the level of student proficiency in individual schools.

Karen Greenwood Henke: Presentation at the 12th Annual COSN Conference, San Francisco. Report on the COSN Data Driven Decision Making Initiative.

The JFTK Best Practice Framework features three primary components: Organizing Themes, Organizational Levels, and School System Practices. The Framework rests on the state standards as a basis for teaching and learning.

Journal of Staff Development. New routes open when one type of data crosses another. As educators become more familiar with collecting and interpreting school data, they can begin "running data at each other," framing questions that require analysis of multiple types of information. Educators can cross two, three, and four categories of data in ways that can provide new insight into student learning and how to improve it.

10 Research-Based Principles to Guide Classroom Practice. You can also download a free poster on the 10 principles from this site.

Looking closely together at student work can unveil a treasure trove of insights to guide school communities as they reflect on their purpose, assess their progress, and plan strategies for reaching all children better. It's scary work, though, and respectful protocols can help.

From judging performance to guiding students to shaping instruction to informing learning, coming to grips with informative assessment is one insightful journey.

Successful middle schools engage students in all aspects of their learning. There are many strategies for accomplishing this. One such strategy is student-led conferences. As a classroom teacher or administrator, how do you ensure that the information shared in a student-led conference provides a balanced picture of the student's strengths and weaknesses? The answer to this is to balance both summative and formative classroom assessment practices and information gathering about student learning.

This case study from the Consortium for School Networking (CoSN) provides an up-close look at how one of these trailblazers has established a sustainable strategy for data-driven decision making (DDDM).

One of the country's largest school districts has found great success in managing student records through a customized data warehousing, reporting, and analytics package. Teachers and administrators are extremely pleased with the tool, which helps them track the large and often transient student populations they serve in rapidly growing Hillsborough County, Florida.

With over 420,000 students and more than 600 schools, Chicago Public Schools finds itself in all three stages of data-driven decision making at once: collection, analysis, and action. The master data warehouse is nearly complete and will be rolled out in fall 2007 along with systems for specialized services management, curriculum instruction, and student information. Analysis is handled by the Office of Research and Analysis and published on a dedicated research Web site (http://research.cps.k12.il.us). The Principals Technology Leadership Institute (PTLI) is training principals in the art and science of using data for decision-making within their schools.

One of the current buzzwords in use in the state of California and across the nation is multiple measures. But what does this phrase really mean for students, teachers, schools, and districts? Quite simply by multiple measures we mean the use of a variety of assessment formats that allow educators to identify the strengths and weaknesses of their students so that the curriculum can be adjusted to meet the needs of those students.

Teacher collaboration and professional learning communities are frequently mentioned in articles and reports on school improvement. Schools and teachers benefit in a variety of ways when teachers work together. A small but growing body of evidence suggests a positive relationship between teacher collaboration and student achievement.

In this program, Paul Black and Chris Harrison, authors of the influential pamphlet Working Inside the Black Box, outline what they see as the key features of formative assessment. They focus on effective questioning, peer and self-assessment, feedback and marking.

If schools are to function as true professional learning communities, they cannot avoid difficult and complex issues. Recognizing that a professional learning community involves a way of thinking will increase the likelihood of success when addressing such topics-topics that impact student learning. This article offers four ways of thinking that will produce results:
1. Begin with Building a Guiding Coalition
2. Build Shared-Knowledge
3. Engage in Experimentation
4. Focus on Results